This book presents a clear overview of the debates that surrounded
the making of the 1944 Act, which affected every aspect of
education in this country. It gives a detailed account of the
tripartite divisions into 'three types of child' that were
sanctioned in the reforms of the 1940s. At the same time, it also
emphasises the idea of education as a civic project which underlay
the reforms and which was such an important part of their lasting
authority. The education policies of the past decade and the
current attempts to shape a new education settlement need to be
interpreted in a long-term historical framework and in particular,
in relation to the aims and problems of the last great cycle of
reform in the 1940s. This book makes an important contribution to
the development of such a framework and the social history of
education policy in this country.
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